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Reading Strategies of Good and Average Bilingual Readers of Chinese and Spanish Backgrounds
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Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners
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Test-based Accountability Systems: Concerns for Indiana’s Multilingual Learners and Their Teachers
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In: Scholarship and Professional Work – Education (2014)
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Nepantlera Pedagogy: An Axiological Posture for Preparing Critically Conscious Teachers in the Borderlands
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2014)
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Особенности обучения студентов-юристов профессионально ориентированному (юридическому) английскому языку как второму, в рамках программы высшего образования
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ЯШИНА ЕЛЕНА ВИКТОРОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Саратовская государственная юридическая академия», 2014
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«I understood you, but there was this pronunciation thing…»: L2 pronunciation feedback in English/French tandem interactions (avec Sylwia Scheuer)
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In: EISSN: 2083-4616 ; Research in Language ; https://halshs.archives-ouvertes.fr/halshs-01353835 ; Research in Language, De Gruyter, 2014, 12 (2), pp.145-161 ; http://www.degruyter.com/view/j/rela.2014.12.issue-2/rela-2014-0005/rela-2014-0005.xml (2014)
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“«I understood you, but there was this pronunciation thing…»: L2 pronunciation feedback in English/French tandem interactions”.
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In: EISSN: 2083-4616 ; Research in Language ; https://halshs.archives-ouvertes.fr/halshs-01356496 ; Research in Language, De Gruyter, 2014, 12 (2), pp.145-161. ⟨10.2478/rela-2014-0005⟩ (2014)
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Academic Language Self-Reflection and Coaching Training of Pre-service Special Education Teachers in the Context of Content Area Writing Instruction
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In: Osipova, Anna Valentinovna. (2014). Academic Language Self-Reflection and Coaching Training of Pre-service Special Education Teachers in the Context of Content Area Writing Instruction. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/7p79g50g (2014)
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Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners
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In: Collett, Jennifer Marie. (2014). Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/4r04p0w5 (2014)
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The Pragmatic Demands of Mathematics: Examining Elementary School Students' Oral Language Use in Mathematical Explanations
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Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners
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Developing discoursal selves:Academic writing in a linguistically diverse Puente English class
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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In: Davidson, Sean Jeremy. (2014). Morphological Analysis Training for English Language Learners With Reading Difficulties. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/70c919st (2014)
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Are Two-Way Immersion Programs Effective for English Language Learners?
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In: Gleason, Tania Marie. (2014). Are Two-Way Immersion Programs Effective for English Language Learners?. UCLA: Statistics 0891. Retrieved from: http://www.escholarship.org/uc/item/97n095nv (2014)
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The Pragmatic Demands of Mathematics: Examining Elementary School Students' Oral Language Use in Mathematical Explanations
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In: Blackstock-Bernstein, Anne. (2014). The Pragmatic Demands of Mathematics: Examining Elementary School Students' Oral Language Use in Mathematical Explanations. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/1xh8m90k (2014)
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Developing discoursal selves:Academic writing in a linguistically diverse Puente English class
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In: Mazur, Agnieszka E.(2014). Developing discoursal selves:Academic writing in a linguistically diverse Puente English class. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/3m36117g (2014)
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Education Organizing, Policy Advocacy and Restrictive Language Policies: How Activist Organizations Define and Remedy Educational Inequality for English Learners in a Post-Proposition 227 Era
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Education Organizing, Policy Advocacy and Restrictive Language Policies: How Activist Organizations Define and Remedy Educational Inequality for English Learners in a Post-Proposition 227 Era
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In: Baca, Gabriel Aristeo. (2014). Education Organizing, Policy Advocacy and Restrictive Language Policies: How Activist Organizations Define and Remedy Educational Inequality for English Learners in a Post-Proposition 227 Era. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/30x073dx (2014)
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“Some Things in My House Have a Pulse and a Downbeat” The Role of Folk and Traditional Arts Instruction in Supporting Student Learning
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In: Palmer Wolf, Dennie; Holochwost, Steven J.; Bar-Zemer, Tal; Dargan, Amanda; & Selhorst, Anika. (2014). “Some Things in My House Have a Pulse and a Downbeat” The Role of Folk and Traditional Arts Instruction in Supporting Student Learning. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 10(1). doi:10.21977/D910119135. Retrieved from: http://www.escholarship.org/uc/item/3zq7s143 (2014)
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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